The role of publication type in the evaluation of LIS programs |
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| Institution: | 1. Department of Psychiatry, Section Medical Psychology and Psychotherapy, Erasmus MC University Medical Center, Rotterdam, The Netherlands;2. Department of Developmental Psychology, Faculty of Psychology, Universitas Padjadjaran, Jatinangor, Indonesia;3. Department of Clinical Psychology, Faculty of Psychology, Universitas Padjadjaran, Jatinangor, Indonesia;4. Faculty of Psychology, YARSI University, Jakarta, Indonesia;5. Department of Clinical, Neuro and Developmental Psychology, VU University, Amsterdam, The Netherlands;1. Centre d''Epidémiologie Clinique, Université Paris Descartes, INSERM U1153, Hôpital Hôtel Dieu, Aile A2 1er étage 1, Place du parvis Notre Dame, 75181 Paris, France;2. Centre for Statistics in Medicine, Nuffield Department of Orthopaedics, Rheumatology and Musculoskeletal Sciences, University of Oxford, Botnar Research Centre, Windmill Road, Oxford, OX3 7LD, UK;1. Centre for Transport Studies, KTH Royal Institute of Technology, 100 44 Stockholm, Sweden;2. Technical University of Denmark, Denmark;1. School of Electrical and Computer Engineering, Technical University of Crete, Chania, Greece;2. School of Engineering and Information Technology, Murdoch University, Australia |
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| Abstract: | In evaluating library and information science programs, how important is it to differentiate publication types when counting faculty publications? Do books need to be counted along with journal articles? Drawing on data from an internal university review, publications and citations for a comparison cohort of senior faculty at four library and information science (LIS) programs, (University of California-Los Angeles (UCLA), Illinois-Champaign, Indiana-Bloomington, and Michigan-Ann Arbor) are presented. These results shed light on issues regarding publication types (and, to a lesser extent, use of citations) in studies of program quality in the field. It is suggested that faculty publication types should be differentiated in program evaluations, that book production by faculty is important to such evaluations, and that the role of humanities-oriented LIS faculty may be misread or lost without attention to book production. Finally, based on these considerations, a formula is suggested for LIS program evaluation. |
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